Canadian Journal for the Scholarship of Teaching & Learning
We are delighted to announce the publication of Volume 7 Issue 1 of The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL) / La revue canadienne sur l'avancement des connaissances en enseignement et en apprentissage (RCACEA), the official, trans-disciplinary, peer-reviewed, electronic publication of the Society for Teaching and Learning in Higher Education.
CJSoTL/RCACEA seeks to advance the scholarship of teaching and learning in Canadian post-secondary institutions. It therefore provides an avenue for a wide range of educators, including faculty members, administrators, academic librarians, educational developers, learning resource specialists, and graduate students, to discuss ways of enhancing student learning experiences through systematic inquiry into teaching and learning in all disciplines.
We invite submissions, in either English or French, from anyone, including international colleagues, interested in discussing teaching and learning issues that are relevant to different types of institutions in the Canadian context.
Volume 7 Issue 1 continues to exemplify this significant contribution to the SoTL literature with the following articles.
Examining Impact and Access: An Introduction to Volume 7, Issue 1
Engaging First-year University Students in Research: Promise, Potentials, and Pitfalls
Sarah L. Sangster, Kara L. Loy, Sheryl D. Mills, and Karen L. Lawson
Faculty Experience Teaching in an Interdisciplinary First-Year Seminar Program: The Case of the University of Guelph
Jacqueline Murray and Peter Wolf
Determining Student Competency in Field Placements: An Emerging Theoretical Model
Twyla L. Salm, Randy Johner, and Florence Luhanga
Baccalaureate Accounting Student Mentors’ Social Representations of their Mentorship Experiences
Vicky Roy and Patricia A. Brown
Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning
Jovan F. Groen, Brenna Quigley, and Yves Herry
Post-Secondary Educators’ Perceptions of Students’ Test Anxiety
Hannah A. Connon, Joshua A. Rash, Alyssa M. Allen Gerwing, Beverly Bramble, Jeff Landine, and Travis G. Gerwing